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Subjects

information literacy, curriculum, assessment, lateral reading, content analysis, librarian-faculty collaboration

Document Type

Research Article

Abstract

The ACRL Framework argues that infusing curriculum with information literacy concepts can improve students’ attitudes and abilities to navigate complex information landscapes. This paper describes how a librarian and a faculty member integrated an information literacy curriculum into an undergraduate upper-division course about poverty and discrimination. Curriculum efficacy was assessed through directed content analysis of student responses to open-ended questions about engaging with news and social media, forming opinions, and having conversations about controversial topics. Responses were analyzed using a coding scheme based on course objectives derived from Framework dispositions and knowledge practices. Results indicated that exposing students to an information literacy curriculum and scaffolded opportunities to practice skills promoted changes such as increased skepticism and lateral reading when evaluating news and social media; introspectively combining intellectual humility and empiricism to form one’s opinions; and navigating difficult conversations with confidence and open-mindedness.

Persistent Identifier

https://archives.pdx.edu/ds/psu/45002

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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